Scheme of Work – English as a Second Language Stage 7

Overview
This scheme of work is based on a 12 week term, with each Module being covered in 4 weeks. Each unit should, therefore, be covered in 2 weeks based on the
provision of 5–6 hours of classroom English per week.

TERM 1 TERM 2 TERM 3

Module 1A: Human Doings
• Unit 1 Meeting and Greeting
• Unit 2 Personal Identity
Module 1B: Suits and Boots
• Unit 3 Clothes and Accessories
• Unit 4 Outdoor Pursuits
Module 1C: From A to B
• Unit 5 Transport Systems
• Unit 6 Using maps
Module 2A: Food Chains Module 3A: Citizen Me
• Unit 7 Health, Food and Exercise • Unit 13 In and Out of School
• Unit 8 All types of Living Things • Unit 14 Local Community
Module 2B: Highs and Lows Module 3B: The States
• Unit 9 World Records • Unit 15 Settling America
• Unit 10 Parts and Percentages • Unit 16 USA Today
Module 2C: Around the Globe Module 3C: Celebration Time
• Unit 11 Holidays and Places to Stay • Unit 17 Festivals Around the World
• Unit 12 Climate and Environment • Unit 18 Using English

2016 v2 English as a Second Language Stage 7 1

Scheme of Work – English as a Second Language Stage 7
Module 1A: Human Doings
Unit 1: Meeting and Greeting
Framework Learning Objective
Code
7S3 Give an opinion at discourse level on a
range of general and curricular topics
7S3 Give an opinion at discourse level on a
range of general and curricular topics
7Lm1 Understand with little or no support the
main points in extended talk on a wide
range of general and curricular topics
7Rd1 Understand specific information in texts
on a limited range of unfamiliar general
and curricular topics, including some
extended texts
7Rg2 Recognise the attitude or opinion of the
writer on a limited range of unfamiliar
general and curricular topics, including
some extended texts
7S6 Interact with peers to negotiate
classroom tasks
2016 v2
Activities
Talking about how people of
different ages in different
situations greet each other and
say hello in students’ country.
Talking about special
greetings/goodbyes in English
Listening to English face-to-
face and phone greetings
[initiations] and matching a
suitable response.
Reading about forms of
greeting in different cultures
around the world, e.g. bowing
in Japan, kissing on the cheek
in the southern Mediterranean,
touching the face in Polynesia,
hugging in the Middle East
etc.
Talking with another student
about what the situation is
when someone says….
English as a Second Language Stage 7
Resources Comments Time
Worksheet: What do you 100–120
say to someone minutes
- whose birthday it is
- who you want to
congratulate - you are
meeting the first time
- who is going on a journey
- when raising a glass
etc
Worksheet: answers to
match to initiations.
a Speaking
b Nice to meet you
c How do you do
d That’s me
e I’ll just get her
f Nice to meet you etc..
Multiple –matching task Pre-teach: hug, bow,
eye contact
2
Framework Learning Objective Activities Resources Comments Time
Code

matching text part a- j to

an area on world map

Multiple choice tasks

Worksheet:

Here, this is for you.

You’ll be fine.
Mine too.
Fancy seeing you here.
etc..

7Rm1 Understand the main points in texts on a Reading short extracts from e- Worksheet: multiple- 100–120
limited range of unfamiliar general and mails and letters about matching minutes
curricular topics, including some appointments/meetings, and
extended texts identifying what main Which writer is:
functional purpose is. A making a suggestion
B accepting an offer
7Uf10 Use a range of modal forms for a range Focus on modal forms in C saying sth isn’t
of functions: obligation, necessity, functional statements necessary
possibility, permission, requests, D requesting information
suggestions, prohibition, on a range of E saying what s/o will
general and curricular topics need. etc
worksheet: completing
7Ut5 Use a range of questions, using a range Matching modal questions to functional statements with
of different tense and modal forms, on a appropriate responses. modal verbs. e.g.
range of general and curricular topics
I am not sure how to get
there. _____ I go with you?
7Wa3 Write with moderate grammatical Writing an email in response to worksheet: rewriting
accuracy on a limited range of general an email from a friend about sentences using modal
and curricular topics, with some support weekend plans. forms. e.g.

I don’t think she’s coming

2016 v2 English as a Second Language Stage 7 3

Framework Learning Objective Activities Resources Comments Time
Code

now.
She ______________ now.
Worksheet:
Would you like to go?
Do you think I should? Possible display
opportunity
You must/I’d love to etc…

Guided writing template

7Uf9 Use a growing range of reported speech
forms for statements, questions and
commands: say, ask, tell, including
reported requests, on a range of general
and curricular topics
7S4 Respond with some flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
7S5 Link comments with some flexibility to
what others say at sentence and
discourse level, in pair, group and whole
class exchanges
7Wa3 Write with moderate grammatical
accuracy on a limited range of general
and curricular topics with some support
Focusing on reported speech
for statements, questions and
commands and requests
Reporting what other students
have said
Designate a reporter. Indicate
one, two or three students to
say/ask etc. one of the things
they wrote down. The reporter
then reports what was
said/asked etc.
Then designate another
student to ask [prompt] the
reporter s/th. e.g. What was
your reply to Tom?
e.g.
In your email …
suggest your friend travels
a different way
ask her to bring something
etc
Worksheet: 110–130
minutes
matching an appropriate
reporting verb to speech.
‘What time does it start?’
[ask] etc…
Rewriting as reported
speech
She asked me what time it
started.
Worksheet: ask student to
write down. Two short [7
words max] statements,
commands, questions and
requests

2016 v2 English as a Second Language Stage 7 4

Framework Learning Objective Activities Resources Comments Time
Code

7Wa4 Use with some support style and register

appropriate to a limited range of written Reporter responds
genres on general and curricular topics spontaneously
Focusing on contractions.
Prompt cards [give one to
each student]
‘What did you say?’
‘How did you react?’
‘What was your reply?’.

Completing two emails of Worksheet: Which phrases

different registers. One to a can contract? e.g.
friend arranging a meeting, that is I would we are it
one to the headmaster about has who is does not who
using a classroom for a are etc.
meeting.
Worksheet: two incomplete
emails to complete with
either full word or contracted
form of jumbled verbs .
7S5 Link comments with some flexibility to Talking about what it is
what others say at sentence and common/ less common to take Worksheet; images of 100–120
discourse level in pair, group and whole as a present for the parents of different gift items e.g. minutes
class exchanges a friend when going to their perfume home-made Encourage students to
house. cakes flowers a photo of link what they say to
7Ld1 Understand with little or no support most Each student is given three yourself a watch a plant what their partner says
specific information in extended talk on a cards ..and …but …that etc by beginning their turn
wide range of general and curricular with ..and …but …that
topics ..and ..but …that cards
7Ug7 Use prepositions as, like to indicate
Listening to short monologues Worksheet: three choice
manner use a growing range of
about what different people multiple-choice images
dependent prepositions following
adjectives on a range of general and took as presents going to
curricular topics someone’s house for the first Worksheet: multiple –
time. matching task about the
7Lo1 Recognise the opinion of the speaker(s) reactions of different people
with little or no support, in extended talk, to presents

2016 v2 English as a Second Language Stage 7 5

Framework Learning Objective Activities
Code
on a wide range of general and Focusing on the use of
curricular topics prepositions as/like and the
use of prepositions of/to after
7S6 Interact with peers to negotiate adjectives of behaviour e.g.
classroom tasks nice, kind, rude,
Listening to people’s reactions
to presents they receive and
saying what their attitude is.
Negotiating in a pair/small
group regarding which present
to get a classmate as a leaving
present
2016 v2 English as a Second Language Stage 7
Resources Comments Time
Worksheet: completing
short conversations with
correct prepositions.
Worksheet: multiple-
matching task.
Which person is
A shocked
B disappointed
C happy to have what they
expected etc..
Worksheet; range of class
present ideas [images] to
discuss e.g. signed football,
sports shop voucher etc..
6
Scheme of Work – English as a Second Language Stage 7

Module 1A: Human Doings

Unit 2: Personal Identity

Framework Learning Objective Activities Resources Comments Time

Code

7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Rd3 Deduce meaning from context on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ut5 Use a range of questions using a range
of different tense and modal forms on a
range of general and curricular topics
7S7 Use appropriate subject-specific
vocabulary and syntax to talk about a
limited range of curricular topics
7Ld3 Deduce meaning from context with little
or no support in extended talk on a wide
range of general and curricular topics
Reading about what you can
learn about your ancestry
through DNA tests.
Labelling a diagram with the
terms for different relatives
Asking and answering
questions about your
extended family/ relatives
Listening and working out how
two people talking are related.
Worksheet: Pre-teach 100–120
DNA tests can or can’t ancestors/ancestry minutes
show
If you are related to s/o
which parts of the world
your ancestors came from
etc..
Worksheet: terms to label
on a family tree chart e.g.
cousin, great grandparents,
uncle aunt , nephew,
second cousin etc
Worksheet: make
questions to ask another
student.
many cousins got?
oldest person in family?
relatives you never seen?
know ancestors from? etc.
Multiple-matching task
A nephew - aunt
B brother and sister
C grandparent - grandchild
D cousins etc

2016 v2 English as a Second Language Stage 7 7

Framework Learning Objective Activities Resources Comments Time
Code

7Ut5 Use a range of questions, using a range
of different tense and modal forms, on a
range of general and curricular topics
7S6 Interact with peers to negotiate
classroom tasks
7Rg1 Understand implied meaning on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ld1 Understand with little or no support most
specific information in extended talk on a
wide range of general and curricular
topics
7S2 Ask questions to clarify meaning on a
wide range of general and curricular
topics
7S6 Interact with peers to negotiate
classroom tasks
Focusing on the correct form of
personal questions
Discussing with another
student what the question
was for a given answer
Reading and matching
questions in jokes to punch
line answers e.g.
After an argument while
driving, a couple were driving
past a field with a donkey in it.
‘Are you related to him?’ asked
the husband
Listening and writing down
personally significant numbers
in response to questions e.g.
Write down your date of birth
and, if you know it, the hour of
the day you were born. Next
write down a number you use
in a password …etc.
Asking and answering about
significant numbers, and
finding numbers students have
in common.
Worksheet: choose the best 100–120
answer. minutes
What’s your birthday /date
of birth? What’s
your shoe number/size?
What height/tall are you?
etc.
Worksheet: What was the
question?
Next month. I’ll be 12.
I.45 m but I’m growing.
Yes, its lotto.d@cybernet.uk
First name or surname?
worksheet: multiple
matching
A ‘Yes, by marriage’ came
the reply. Etc.
Paper for writing down
significant numbers
Project task instructions:
find out as much as you can
about your partner’s
significant numbers
Find 5 numbers you have in
common

2016 v2 English as a Second Language Stage 7 8

Framework Learning Objective Activities Resources Comments Time
Code

SE1 Give an opinion at discourse level on a
range of general and curricular topics
7Ut3 Use a limited range of gerunds as
subjects and objects
7Uf3 Use a growing range of simple perfect
forms to express recent, indefinite and
unfinished past
7Wa1 Brainstorm, plan and draft written work
at text level, with some support, on a
range of general and curricular topics
7Wa4 Use with some support style and register
appropriate to a limited range of written
genres, on general and curricular topics,
7Ut1 Recognise typical features at word,
sentence and text level in a limited
range of written genres
Talking about changes from
Primary to Secondary school
Students make a list of things
that are different between
primary and secondary school
and compare with another
student.
Expressing differences above
as gerunds. e.g. Getting up
earlier/moving to different
classrooms etc.
Focusing on the use of perfect
to talk about what has
happened/what students have
done in first few weeks of
secondary school.
Writing a letter to an imaginary
friend abroad, telling him/her
about new school/secondary
experience so far.
Pre-teach; secondary 110–130
Worksheet to complete school and school minutes
Good things subject vocabulary
-
-
Not so good things
-
Worksheet: complete with
an appropriate form of the
verb
Since the beginning of term
Which subjects have you
___ a computer for?
How many PE lessons have
you __?
…….. Have you ____ the
headmaster yet?
Worksheet: template for
draft and plan
Worksheet: which parts of
this letter are a bit formal.

Reading and spotting overly

formal features of a similar
letter.

2016 v2 English as a Second Language Stage 7 9

Framework Learning Objective Activities Resources Comments Time
Code

7S5 Link comments with some flexibility to Talking about how students Worksheet: How do you 100–120
what others say at sentence and typically do things with another usually minutes
discourse level in pair, group and whole student. - contact friends
class exchanges - remember birthdays
- keep phone numbers
7Uf3 Use a growing range of simple perfect Focusing on the use of simple - find out the time etc…
forms to express recent, indefinite and perfect for indefinite time - buy presents
unfinished past
How many times ..already
7S7 Use appropriate subject-specific Students complete the today?
vocabulary and syntax to talk about a questions and then ask text messages
limited range of curricular topics another student. phone calls
snacks
7Rg3 Read a limited range of extended fiction Researching the Internet in a Facebook etc..
and non-fiction texts, on familiar and personalised web quest.. Worksheet:
some unfamiliar general and curricular Can you find:
topics, with confidence and enjoyment 1 Three celebrities that
share your birthday
7S7 Use appropriate subject-specific Students put the information/ 2 A newspaper headline
vocabulary and syntax to talk about a images into a short e- from the day you were born
limited range of curricular topics presentation for the class. 3 A satellite picture of your
house
4 The lyrics of your
favourite English song. etc.
5 An image of a relative.
Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90 – 120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to cultural aspects of greetings, sentence completion and
meetings and appointments, personal identity and matching, and guided speaking
habits, and a range of module learning objectives. and writing tasks

2016 v2 English as a Second Language Stage 7 10

Scheme of Work – English as a Second Language Stage 7

Module 1B: Suits and Boots

Unit 3: Clothing and Accessories

Framework Learning Objective Activities Resources Comments Time

Code

7Ug9 Use a limited range of prepositional
verbs, and begin to use common phrasal
verbs, on a range of general and
curricular topics
7Wa3 Write with moderate grammatical
accuracy on a limited range of general
and curricular topics, with some support
7Ld3 Deduce meaning from context, with little
or no support, in extended talk on a wide
range of general and curricular topics
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
Focusing on the difference
between prepositional and
phrasal verbs in the context
of clothing
Students complete and then
decide in which sentences the
particle can come after the
object and explore other rules.
Writing cartoon captions using
above verbs for a range of
clothes/dressing situation
cartoons
Listening and inferring what
the clothing problem is.
Reading about different sizes
and measurements for clothes
and students work out their
measurements and complete a
table.
Worksheet: complete each 100–120
sentence with a particle [up Pre-teach clothing item minutes
with off on into for at etc..] and accessory words
I like shopping ___ clothes
in markets.
I’ve just put __ my coat to
go out
Worksheet: ‘clothing’
cartoons e.g. trying things
on in shops/looking in
mirrors etc…
Worksheet:
A who has put on weight
B who has lost a button
C a problem with their belt
etc..
table to complete
shoe size:
shoe width fitting:
waist size:
trouser length:
collar size: etc..

Bring tape
measurements
2016 v2 English as a Second Language Stage 7 11
Framework Learning Objective
Code
7S3 Give an opinion at discourse level on a
range of general and curricular topics
7Ld3 Deduce meaning from context, with little
or no support, in extended talk on a wide
range of general and curricular topics
7Uc3 Use a limited range of complex noun
7Ug2 phrases on a range of general and
curricular topics
7Rd1 Understand specific information in texts
on a limited range of unfamiliar general
and curricular topics, including some
extended texts
7Ld1 Understand with little or no support most
specific information in extended talk, on
a wide range of general and curricular
topics
7Rd3 Deduce meaning from context on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Rd4 Use familiar and some unfamiliar paper
and digital reference resources to check
meaning and extend understanding
7Rg3 Read a limited range of extended fiction
and non-fiction texts on familiar and
some unfamiliar general and curricular
topics with confidence and enjoyment
2016 v2
Activities
Talking about which country/
region an item of clothing
typically comes from, and what
clothing could be made from.
Listening and matching items
of clothing to their indigenous
names.
Focusing on words that qualify
uncountable clothing words
e.g. item, piece, suit
Reading about traditional
clothing /costume/jewellery in
students’ own country.
Listening to questions and
writing down answers in a
short pictorial clothing quiz
Reading in small groups about
an adaptable clothes item:
e.g. solar panel caps, GPS
shoes, inflatable coat hangers,
Jakpaks , reversible jackets
etc..
Checking meaning of unknown
words in a digital dictionary.
Researching ‘product’ further
online.
English as a Second Language Stage 7
Resources Comments Time
Worksheet: which part of 100–120
the world are these clothes minutes
from?
Which ones are made from
a cotton b silk
c animal skin d parts of a
tree e fur etc
worksheet: multiple
matching to picture
A kimono etc…
Worksheet: which of these
words are uncountable
clothing hat jewellery
footwear armour sleeve
underwear shorts etc..
worksheet: which word
would you to talk about one
‘bit’?
multiple-choice
tasks/true/false tasks
Projections of clothing items
Different short texts on 120–140
adaptable/multipurpose minutes
clothing products.
worksheet: looking at the
highlighted words and
discuss with other students
what they could mean
Worksheet: find out about
- different versions/models
- price range
- who it is really useful for
etc
12
Framework Learning Objective Activities Resources Comments Time
Code

7Uf5 Use a range of active and passive Focus on the use of present Worksheet complete:
simple present forms on a range of passive and passive forms our product:
general and curricular topics after modals is designed for people..
can be worn ..
7Wa2 Compose, edit and proofread written Writing a short presentation on can also be used as… etc
work at text level, with some support, on a product to present to rest of
a range of general and curricular topics class. Powerpoint or other
presentation writing
7S7 Use appropriate subject-specific Short presentation using slides template
vocabulary and syntax to talk about a to class on group’ product
limited range of curricular topics Slides above

7S1 Use formal and informal registers in their

talk on a limited range of general and
curricular topics
7S6 Interact with peers to negotiate Talking about different Worksheet: showing 90–110
classroom tasks hats/headgear students different forms of minutes
have worn headgear/hats etc
7Uf3 Use a growing range of simple perfect [students tick/cross]
forms to express recent, indefinite and Focusing on present perfect to
unfinished past talk about indefinite past. Worksheet: further
‘Have you ever worn/had to questions What for?
7S2 Ask questions to clarify meaning on a wear …’ When was that?
wide range of general and curricular What sort?
topics Why was that?
Students ask another student if What was it/were they like?
7Ug1 Use a growing range of compound they’ve ever … /then a follow- helmet mask hat cap
nouns up question veil goggles scarf hood
band phones
7Ut10 Use a range of relative clauses, Focusing on compound nouns
including why clauses, on a range of in talking about headgear.
general and curricular topics
Listening to different types of
7Lg1 Understand, with little or no support, headgear being
most of the implied meaning in extended described/defined and writing
talk on a wide range of general and down what the correct
curricular topics compound term is, e.g.
2016 v2 English as a Second Language Stage 7 13
Framework Learning Objective Activities Resources Comments Time
Code

This is something that brides

wear at their wedding

The reason why you wear

these to listen to your iPod.
The word you need is the part
of the body where you put
them …

2016 v2 English as a Second Language Stage 7 14

Scheme of Work – English as a Second Language Stage 7
Module 1B: Suits and Boots
Unit 4: Outdoor Pursuits
Framework Learning Objective
Code
7Rd4 Use familiar and some unfamiliar paper
and digital reference resources to check
meaning and extend understanding
7S7 Use appropriate subject-specific
vocabulary and syntax to talk about a
limited range of curricular topics
7Ld3 Deduce meaning from context, with little
or no support, in extended talk on a wide
range of general and curricular topics
7Uf3 Use a growing range of simple perfect
forms to express recent, indefinite and
unfinished past
7S4 Respond with some flexibility, at both
sentence and text level, to unexpected
comments on a range of general and
curricular topics
7Ut5 Use a range of questions, using a range
of different tense and modal forms, on a
range of general and curricular topics
2016 v2
Activities
Categorizing different outdoor
pursuits into a table
mountain sea forest aero
fresh water family activities
leisure park historical/cultural
activities
Listening to people talking in
different outdoor situations
and deciding which activity
from the above they are doing.
Focusing on the use of the
perfect [contrast with simple
past] in asking questions.
Students [tick above activities
they have done ] and tell
another student who then asks
a question.
Listening and matching
appropriate responses to
questions e.g.
Have you ever done this
before? Are you nervous?
English as a Second Language Stage 7
Resources Comments Time
Worksheet: place these 100–120
outdoor activities into the Make dictionary or minutes
correct category digital reference
canoeing sailing trekking available
picnicking angling metal
detecting parachuting etc..
Worksheet: listen and write
down which outdoor activity
each person is doing.
worksheet:
_________ recently?
How many times ____?
How young ___ the first
time?
When _____ the last time?
How long ago ____?
Worksheet: choose an
appropriate response to the
question on the recording
e.g.
No this is my first time.
Not really I’ve done it before
15
Framework Learning Objective
Code
7Ut10 Use a range of relative clauses,
including why clauses, on a range of
general and curricular topics
7Rg2 Recognise the attitude or opinion of the
writer on a limited range of unfamiliar
general and curricular topics, including
some extended texts
7Ld1 Understand with little or no support most
specific information in extended talk on
a wide range of general and curricular
topics
7Ug10 Spell a growing range of high-frequency
vocabulary accurately on a range of
general and curricular topics
7Uf4 Use a growing range of future forms,
including present continuous and
present simple with future meaning
on a range of general and curricular
topics
7Uf10
Use a range of modal forms for a range
of functions: possibility, permission,
requests, suggestions, on a range of
general and curricular topics
7Wa4 Use with some support style and
register appropriate to a limited range of
written genres on general and curricular
topics
7S6 Interact with peers to negotiate
classroom tasks
2016 v2
Activities
Reading about people’s views
on their preferred outdoor
activities, from which relative
clauses are missing in text.
Listening to definitions of
different outdoor activities and
writing down what they are.
Focusing on future forms in the
context of talking plans,
predictions, arrangements,
times etc. for outdoor activities
Students match ‘future’
examples to uses..
Matching responses to
questions [future forms] e.g.
Writing a response to an e-mail
from a friend who is
doing on an outdoor pursuit
for the first time
Talking about the things
students have collected
from nature or grown in their
garden and season/month
English as a Second Language Stage 7
Resources Comments Time
Multiple-matching relative 120–140
clauses to the correct part of minutes
the text
Multiple-matching Reading
task.
e.g. A who likes the sense
of danger in the activity etc
Worksheet: range of
comments on different
outdoor pursuits with future
forms highlighted.
Remember the bus leaves
at 8.
I’ll be waiting for you at the
top of this hill.
worksheet
What’s the weather going to
be like?
Do you think it’ll snow?
What will I need to bring?
etc
Shall I row or will you?
I hope not/The forecast
says ‘light showers’/Just the
usual
Worksheet: friends e-mail
and
guided writing template
Worksheet: table with three 80–100
columns: collected from Whole class display minutes
sea/collected from forest or opportunity
countryside// grown or
16
Framework Learning Objective
Code
7Lg2 Understand extended narratives on a
range of general and curricular topics
7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
7Rg3 Read a limited range of extended fiction
and non-fiction texts, on familiar and
some unfamiliar general and curricular
topics, with confidence and enjoyment
7Wa2 Compose, edit and proofread written
work at text level, with some support, on
a range of general and curricular topics
7S1 Use formal and informal registers in their
talk, on a limited range of general and
curricular topics
7S2 Ask questions to clarify meaning on a
wide range of general and curricular
topics
2016 v2
Activities
they’re available
Listening to and following a
documentary e.g. Oceans
episode of the Human Planet
Listening and answering T.
questions on documentary
content at the end
Listening to what an
indigenous people, e.g. Inuit,
typically hunt and gather in
different seasons.
Reading and researching in
small groups about a particular
hunter-gatherer practice in
different parts of the world e.g.
Writing a short powerpoint [or
other form] of presentation on
researched activity to present
to class
Focusing on the language of
making slide presentations
Students from other groups
ask questions at the end of
each presentation
English as a Second Language Stage 7
Resources Comments Time
collected from
house/garden
worksheet: visual or
screenshot of different
activities to make notes
against
110–130
Worksheet: calendar to minutes
complete
Cards with activities to
research on e.g. cormorant
fishing, auk catching in
Greenland, elephant logging Internet access or
[one per group] etc… print-outs.
Guided writing template Guide to appropriate
websites
Worksheet: matching
language to slides .
17
Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90 – 120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to different forms of clothing and sentence completion and
accessories, equipment and activities involved in matching, and guided speaking
outdoor pursuits, and a range of module learning and writing tasks
objectives.

2016 v2 English as a Second Language Stage 7 18

Scheme of Work – English as a Second Language Stage 7

Module 1C: From A to B

Unit 5: Transport Systems

Framework Learning Objective Activities Resources Comments Time

Code

7S3 Give an opinion at discourse level on a Talking about the pros and Worksheet: four boxes 110–130
range of general and curricular topics cons of different means of divided into 2 [+ - ] minutes
transport car bike bus train
7Uf10 Use a range of modal forms for a range Worksheet:
of functions: obligation, necessity, Focusing on the use of match the means of
possibility, on a range of general and different modals in talking transport to the statement
curricular topics about the positives and below. e.g.
negatives it may not be possible to get
7Rg2 Recognise the attitude or opinion of the door-to-door
writer on a limited range of unfamiliar Reading about a major city they can cause congestion
general and curricular topics, including transport scheme e.g. etc..
some extended texts Paris bike scheme. True/false and multiple-
choice tasks
7Lo1 Recognise the opinion of the speaker(s), Listening to people’s views on
with little or no support, in extended talk transport initiatives in their city
on a wide range of general and Multiple-matching tasks
curricular topics Worksheet: which initiatives
Talking about different ‘carrot are ‘carrot/stick’ e.g. ‘no
7S3 Give an opinion at discourse level on a and stick’ government transport stopping’ zones Explain ‘carrot and
range of general and curricular topics initiatives ‘cycle paths’ etc.. stick’ principle
7Rd2 Understand the detail of an argument on Reading about the historical Worksheet: multiple-choice 80–100
a limited range of unfamiliar general and development and present tasks minutes
curricular topics, including some situation of railways in a
extended texts country. Worksheet: text on
development of railways in
another country to complete

2016 v2 English as a Second Language Stage 7 19

Framework Learning Objective
Code
7Uf5 Use a range of active and passive past
forms
7Uf7 Use a growing range of past perfect
simple forms in narrative and reported
speech on a range of general and
curricular topics
7Ld2 Understand, with little or no support,
most of the detail of an argument in
extended talk, on a wide range of
general and curricular topics
7Rd5 Begin to recognise inconsistencies in
argument in short texts on a limited
range of general and curricular subjects
7Ug6 Use a range of prepositions preceding
nouns and adjectives in prepositional
phrases
7Ug9 Use a limited range of prepositional
verbs and begin to use common phrasal
verbs on a range of general and
curricular topics
7Lo1 Recognise the opinion of the speaker(s)
with little or no support in extended talk
on a wide range of general and
curricular topics
7Uf11 Use wish [that] clauses [present
reference on a range of general and
curricular topics
2016 v2
Activities
Focusing on the use of simple
past [active and passive] and
past perfect simple forms.
Listening about the decline of
the railways in the US in the
twentieth century.
Reading ‘ journey to school’
graphs and deciding whether
statements match the graphical
information.
Focusing on prepositional
phrases in talking about
means of transport
Focusing on prepositional and
phrasal verbs in talking about
getting to and from school
Listening to issues that
students have with their
journey to school .
Focusing on wish that clauses
[present reference]
English as a Second Language Stage 7
Resources Comments Time
[appropriate past form]
Worksheet: true/false task
Worksheet: Are these try and source 120–140
statements consistent with local/national statistical minutes
the graphs? information to make
this task more relevant
Worksheet: completion
I get to school __ foot
Being __ a plane makes me
nervous
I haven’t travelled much ___
train
Worksheet: completion
My dad sometimes drops
me ___ at school.
I usually get __ school at
eight.
worksheet: who wishes
A they didn’t have to get up
so early etc
Worksheet: complete with
an appropriate verb.
1 I wish school ___ so far
away
20
Framework Learning Objective Activities Resources Comments Time
Code

7S5 Link comments with some flexibility to
what others say at sentence and
discourse level in pair, group and whole
class exchanges
7S6 Interact with peers to negotiate
classroom tasks
7Rd3 Deduce meaning from context on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7S3 Give an opinion at discourse level on a
range of general and curricular topics
7Wa4 Use with some support style and
register appropriate to a limited range of
written genres on general and curricular
topics
7Wo1 Use appropriate layout for a range of
written genres on a growing range of
general and curricular topics
Talking about what students
wished were different in their
journey to school.
Talking about roads and traffic
around access points to, and
parking areas within and near,
the school.
Reading and matching road
hazard/safety signs to their
meanings
Talking about which
signs/provisions might be
usefully put up/made around
the school to improve safety for
students cycling to school.
Writing a letter to the
headmaster requesting
improvements to cycling to
school situation.
2 I wish I ____ get the bus.
Worksheet: use the
previous 2 worksheets
[tick/cross] as a discussion
starting point.
Worksheet draw an outline 100–120
of the school and indicate minutes
these things on it:
- vehicle/pedestrian access
- main roads/paths etc
worksheet: matching signs
to their meanings e.g.
A no parking or stopping in
this area
Worksheet and diagram of
school above
Guided writing template

Possible display
opportunity with signs
and diagram of school

2016 v2 English as a Second Language Stage 7 21

Scheme of Work – English as a Second Language Stage 7

Module 1C: From A to B

Unit 5: Transport Systems

Framework Learning Objective Activities Resources Comments Time

Code

7S3 Give an opinion at discourse level
on a range of general and
curricular topics
7Uf10 Use a range of modal forms for a
range of functions: obligation,
necessity, possibility, on a range
of general and curricular topics
7Rg2 Recognise the attitude or opinion
of the writer on a limited range of
unfamiliar general and curricular
topics, including some extended
texts
7Lo1 Recognise the opinion of the
speaker(s), with little or no
support, in extended talk on a
wide range of general and
curricular topics
7S3 Give an opinion at discourse level
on a range of general and
curricular topics
Talking about the pros and cons
of different means of transport
Focusing on the use of different
modals in talking about the
positives and negatives
Reading about a major city
transport scheme e.g.
Paris bike scheme.
Listening to people’s views on
transport initiatives in their city
Talking about different ‘carrot and
stick’ government transport
initiatives
Worksheet: four boxes divided 110–130
into 2 [+ - ] minutes
car bike bus train
Worksheet:
match the means of transport to
the statement below. e.g.
it may not be possible to get
door-to-door
they can cause congestion etc..
true/false and multiple-choice
tasks
Multiple-matching tasks
Worksheet: which initiatives are
‘carrot/stick’ e.g. ‘no stopping’
zones ‘cycle paths’ etc..
Explain ‘carrot and
stick’ principle

2016 v2 English as a Second Language Stage 7 22

Framework Learning Objective
Code
7Rd2 Understand the detail of an
argument on a limited range of
unfamiliar general and curricular
topics, including some extended
texts
7Uf5 Use a range of active and passive
past forms
7Uf7 Use a growing range of past
perfect simple forms in narrative
and reported speech on a range
of general and curricular topics
7Ld2 Understand, with little or no
support, most of the detail of an
argument in extended talk, on a
wide range of general and
curricular topics
7Rd5 Begin to recognise
inconsistencies in argument in
short texts on a limited range of
general and curricular subjects
7Ug6 Use a range of prepositions
preceding nouns and adjectives in
prepositional phrases
7Ug9 Use a limited range of
prepositional verbs and begin to
use common phrasal verbs on a
range of general and curricular
topics
7Lo1 Recognise the opinion of the
speaker(s) with little or no support
in extended talk on a wide range
2016 v2
Activities
Reading about the historical
development and present
situation of railways in a country.
Focusing on the use of simple
past [active and passive] and past
perfect simple forms.
Listening about the decline of the
railways in the US in the twentieth
century.
Reading ‘ journey to school’
graphs and deciding whether
statements match the graphical
information.
Focusing on prepositional phrases
in talking about means of
transport
Focusing on prepositional and
phrasal verbs in talking about
getting to and from school
Listening to issues that students
have with their journey to school .
English as a Second Language Stage 7
Resources Comments Time
Worksheet: multiple-choice tasks 80–100
minutes
Worksheet: text on development
of railways in another country to
complete [appropriate past form]
Worksheet: true/false task
Worksheet: Are these Try and source 120–140
statements consistent with the local/national statistical minutes
graphs? information to make this
task more relevant
Worksheet: completion
I get to school __ foot Being
__ a plane makes me nervous
I haven’t travelled much ___ train
worksheet completion
My dad sometimes drops me ___
at school. I
usually get __ school at eight.
worksheet: who wishes
A they didn’t have to get up so
early etc
23
Framework Learning Objective
Code
of general and curricular topics
7Uf11 Use wish [that] clauses [present
reference on a range of general
and curricular topics
7S5 Link comments with some
flexibility to what others say at
sentence and discourse level in
pair, group and whole class
exchanges
7S6 Interact with peers to negotiate
classroom tasks
7Rd3 Deduce meaning from context on
a limited range of unfamiliar
general and curricular topics,
including some extended texts
7S3 Give an opinion at discourse level
on a range of general and
curricular topics
7Wa4 Use with some support style and
register appropriate to a limited
range of written genres on general
and curricular topics
7Wo1 Use appropriate layout for a range
of written genres on a growing
range of general and curricular
topics
2016 v2
Activities
Focusing on wish that clauses
[present reference]
Talking about what students
wished were different in their
journey to school.
Talking about roads and traffic
around access points to, and
parking areas within and near, the
school.
Reading and matching road
hazard/safety signs to their
meanings
Talking about which
signs/provisions might be usefully
put up/made around the school to
improve safety for students
cycling to school.
Writing a letter to the headmaster
requesting improvements to
cycling to school situation.
English as a Second Language Stage 7
Resources Comments Time
Worksheet complete with an
appropriate verb.
1 I wish school ___ so far away
2 I wish I ____ get the bus.
Worksheet: use the previous 2
worksheets [tick/cross] as a
discussion starting point.
Worksheet draw an outline of the 100–120
school and indicate these things minutes
on it:
- vehicle/pedestrian access
- main roads/paths etc
worksheet: matching signs to
their meanings e.g.
A no parking or stopping in this
area
Worksheet and diagram of school
above
Guided writing template
Possible display
opportunity with signs
and diagram of school
24
Scheme of Work – English as a Second Language Stage 7

Module 1C: From A to B

Unit 6: Using Maps

Framework Learning Objective Activities Resources Comments Time

Code

7Uf10 Use a range of modal forms for a range Focusing on modal forms to Worksheet: complete the 100–120
of functions on a range of general and talk about possibility and following conversations minutes
curricular topics certainty. must can’t might could

7S6 Interact with peers to negotiate Talking about what different Cards with map symbols on
classroom tasks maps symbols could mean.
Worksheet: multiple-choice
7Rd4 Use familiar and some unfamiliar paper Reading and choosing correct e.g. What would you find at
and digital reference resources to check answer [symbol] to map a location marked H on a
meaning and extend understanding symbol questions. map?
A a youth hostel
7Ld1 Understand with little or no support most Listening and pinpointing on a B a hotel Internet access to the
specific information in extended talk, on map where people are from C a highway ordnance survey map
a wide range of general and curricular descriptions. D a hotel etc… symbol or paper
topics reference document.
Looking at a local map and Small scale map with
7Ld1 Understand with little or no support most marking points by listening to T various symbols/landmarks
specific information in extended talk, on instructions. on, local map of town and
a wide range of general and curricular local area
topics
7Rd1 Understand specific information in texts Reading and working out map Worksheet: scale problems 100–120
on a limited range of unfamiliar general scale problems. to solve e.g. minutes
and curricular topics, including some
extended texts Clearly scaled/detailed map
Worksheet: How far is …
from …

2016 v2 English as a Second Language Stage 7 25

Framework Learning Objective
Code
7S6 Interact with peers to negotiate
classroom tasks
7Ug3 Use a limited range of comparative
structures to indicate degree, including
not as…as, much …than ,on a range of
general and curricular topics
7Wa3 Write with moderate grammatical
accuracy on a limited range of general
and curricular topics, with some support
7S6 Interact with peers to negotiate
classroom tasks
7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Lm1 Understand, with little or no support, the
main points in extended talk on a wide
range of general and curricular topics
7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
2016 v2
Activities
Working with other students to
measure map distances using
a piece of string and paper’s
edge.
Focusing on comparative
structures of degree
Writing out measurement
problems and questions for
other students on a local map
for which students [in pairs]
have already worked out the
answer .e.g. How far is the
nearest post office from
school?
Students take turns to read out
their questions, other teams
race to measure and give
correct answer
Reading about different
perspectives on the simplicity
of the London Tube map.
Listening to people’s stories
about using the map and
London Underground.
Listening to descriptions of
journeys using the tube map
and noting where people
ended up.
English as a Second Language Stage 7
Resources Comments Time
Worksheet: completion
1 Paris ____ [near] to
London than New York
2 The river wasn’t _____
[far] we thought. Only about
a kilometre
A local detailed map with Pre-teach adjectives
clear scale relating to distance
Play as a team game
keeping score
London tube map 100–120
multiple-choice task minutes
text summary completion
task
Multiple-matching task
London tube map above
Worksheet ; question
completion
What’s the first stop ___
Piccadilly Circus going north
You are __ the central line,
26
Framework Learning Objective Activities Resources Comments Time
Code

7Ut5 Use a range of questions, using a range
of different tense and modal forms, on a
range of general and curricular topics
7S6 Interact with peers to negotiate
classroom tasks
7Rd1 Understand specific information in texts
on a limited range of unfamiliar general
and curricular topics, including some
extended texts
7Rd1 Understand specific information in texts
on a limited range of unfamiliar general
and curricular topics, including some
extended texts
7Ug6 Use a range of prepositions preceding
nouns and in prepositional phrases
7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
Focusing on prepositions in
questions about routes/stops
directions etc…..
Students then answer
questions in pairs
Reading with diagrams about
grid references and contour
lines
Reading a map and answering
different kinds of grid reference
problems.
Focusing on common
prepositional phrases
[geographical] in, at, on.
Listening to questions involving
four- and six- figure grid
references on a map, and
answering where you’d be if
you were there.
where do you change __ the
Piccadilly line?
Coming ___ Heathrow, ___
which station … etc
Multiple-choice and 100–120
sentence completion tasks minutes
Worksheet: complete the
table with what is at these
grid references.
What will you see if you
stand at 307412 and face
east.
sets of dominoes
flat ground at
hill in
forest on
Detailed grid referenced
map
Worksheet: look at the map
and answer the questions
with a prepositional phrase.
e.g. Where has Mr Black
broken down?

Module Review
2016 v2 English as a Second Language Stage 7 27
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90 – 120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to different forms of transport and sentence completion and
transport issues, maps, map skills and grid references, matching, and guided speaking
and a range of module learning objectives. and writing tasks

2016 v2 English as a Second Language Stage 7 28

Scheme of Work – English as a Second Language Stage 7
Module 2A: Food Chains
Unit 7: Health, Food and Exercise
Framework Learning Objective
Code
7S2 Ask questions to clarify meaning on a
wide range of general and curricular
topics
7Rd1 Understand specific information in texts
on a limited range of unfamiliar general
and curricular topics, including some
extended texts
7Lm1 Understand with little or no support the
main points in extended talk on a wide
range of general and curricular topics
7Uf5 Use a range of active and passive
simple present forms
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
2016 v2
Activities
Talking about what students
know about the role of the
major food groups
Project incomplete questions
for students to form. [Those
with information then share it
with class]
Reading about different food
groups and how they support
human health
Listening about food resources
from which people get a
balanced diet in A
Focusing on the use of simple
present and past passive forms
Reading/ internet research on
sources of protein, vitamins
etc in extreme environments
English as a Second Language Stage 7
Resources Comments Time
Information cards on foods Pre-teach unknown 110–130
distributed to different words related to food minutes
groups. groups
Projected questions e.g.
difference between vitamins
A and C. main sources:
protein? etc
Worksheet: completing table
on food group/food found in/
health value
Worksheet:
true or false task
Worksheet: text completion
[active or passive form]
Worksheet: write down the
name of a website where
the following information
can be found
29
Framework Learning Objective Activities Resources Comments Time
Code

7S3 Give an opinion at discourse level on a
range of general and curricular topics
7Lm1 Understand, with little or no support, the
main points in extended talk on a wide
range of general and curricular topics
7Uf1 Use a range of quantifiers for countable
and uncountable nouns, including
several, plenty, a large/small
number/amount, on a range of general
and curricular topics
7Lo1 Recognise the opinion of the speaker(s),
with little or no support, in extended talk
on a wide range of general and
curricular topics
7Wc1 Develop coherent arguments, supported
when necessary by reasons, examples
and evidence, for a limited range of
written genres on general and curricular
topics
Talking about foods that are
good/not so good for health.
Listening and noting down key
points about a balanced diet,
Focusing on quantifiers by
completing summary text about
a balanced diet.
Listening to young people
talking about food and
characterising their attitude.
Writing responses to blog
questions from young people
about their food/diet issues
Worksheet: Venn diagram 110–130
sorting foods into minutes
good/bad/both categories
Note completion task
Worksheet:
There are _______ things to
think about in achieving a
balanced diet etc
Multiple-matching task
Which person:
hasn’t thought much about
what they eat?
wants to change their eating
habits? etc…
worksheet: blog questions
e.g.
Food should give you
energy but I just feel heavy
and tired after eating. Why?

Possible display
opportunity. present
questions and
responses in form of
‘your country needs
you’ poster

2016 v2 English as a Second Language Stage 7 30

Framework Learning Objective Activities Resources Comments Time
Code

7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ug3 Use a limited range of comparative
structures to indicate degree, including
not as…as, much …than, on a range of
general and curricular topics
7S5 Link comments with some flexibility to
what others say at sentence and
discourse level, in pair, group and whole
class exchanges
7S7 Use appropriate subject-specific
vocabulary and syntax to talk about a
limited range of curricular topics
7Ug1 Use a growing range of compound
nouns
7Ut3 Use a limited range of gerunds as
subjects and objects on a range of
general and curricular topics
7S6 Interact with peers to negotiate
classroom tasks
7Ug5 Use a growing range of pre-verbal, post-
verbal and end-position adverbs, on a
range of general and curricular topics
Listening and completing a
simple diagram about the
circulatory system.
Reading about the relationship
between exercise, circulation
and health
Focusing on a comparative
adjective structures [indicating
degree] in the context of talking
about the benefits of exercise
Talking about forms of exercise
and how they help fitness
Focusing on compound
[gerund] noun structures for
forms of physical activity.
Talking about activities
students do regularly/not so
regularly.
Focusing on the position of
adverbs of frequency.
Worksheet: diagram Pre-teach words 100–120
labelling completion task relating to circulation minutes
Multiple-matching task:
matching summary
headings to parts of the text
Completing a benefits of
exercise poster with
comparative phrases. e.g.
Regular exercise makes it
______ to keep your
desired weight.
Match the different physical
skills to the types of
exercise that help develop
them
cardiovascular strength
stamina strength agility
flexibility speed balance
coordination accuracy
swimming, weight lifting, Pre-teach unknown
rope climbing yoga etc physical skill words
Worksheet: match a word 100–120
on the left to one on the minutes
right to make a compound
weight boarding
gym walking
skate training
hill flying
kite lifting
etc..
Worksheet: above
students tick/cross/add at
least five types of other
exercise they do

2016 v2 English as a Second Language Stage 7 31

Framework Learning Objective Activities Resources Comments Time
Code

7Wa4 Use, with some support, style and
register appropriate to a limited range of
written genres on general and curricular
topics
7Wa2 Compose, edit and proofread written
work at text level, with some support, on
a range of general and curricular topics
Improving the opening part of a
response e-mail to a friend,
written a little too formally
Completing the e-mail to a
friend, advising them to
exercise more
Worksheet: complete these
statements about yourself
with an adverb
I cycle to school
I do gym exercises at home.
never/most days/
sometimes etc
worksheet:
initial e-mail
Rewrite the highlighted
parts of the response in a
more familiar style.

Guided writing template

2016 v2 English as a Second Language Stage 7 32

Scheme of Work – English as a Second Language Stage 7
Module 2A: Food Chains
Unit 8: All Types of Living Things
Framework Learning Objective
Code
7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
7Rd3 Deduce meaning from context on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ug4 Use a limited range of sentence
adverbs, including too, either, also
7Rd4 Use familiar and some unfamiliar paper
and digital reference resources to check
meaning and extend understanding
2016 v2
Activities
Listening about the
classification of living
organisms into kingdoms.
Reading and matching different
characteristic
features to different
animal groups
Focus on sentence adverbs in
talking about features of animal
groups
Researching the names of
different animals to work out
what they have in common.
English as a Second Language Stage 7
Resources Comments Time
Completing a chart with Pre-teach names of 100–120
examples of things from the five kingdoms minutes
five kingdoms
Worksheet: matching
features to different animal
groups, e.g. have a
constant body temperature
[mammals]
Worksheet: correct the
statements which are false,
e.g. some birds cannot fly
and do not lay eggs either.
all mammals give birth to
live young but do not all
feed them milk
Worksheet: what do these
animals have in common?
A mule liger
B ostrich penguin kiwi
C octopus snail Best done with internet
D eagle snake access
33
Framework Learning Objective
Code
7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Uf4 Use a growing range of future forms on
a range of general and curricular topics
7S3 Give an opinion at discourse level on a
range of general and curricular topics
7S5 Link comments, with some flexibility, to
what others say at sentence and
discourse level, in pair, group and whole
class exchanges
7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ut10 Use a range of relative clauses,
including why clauses
7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
2016 v2
Activities Resources Comments Time
Reading definitions of ‘genetic’ Worksheet definitions + 100–120
and ‘environmental’ variation descriptions e.g.: minutes
and labelling different two brothers both have
descriptions of animal and green eyes
plant variation as ‘genetic’ two identical seeds from the
‘environmental’ or both same plant grow very
differently
Focusing on the use of will Worksheet: different
/won’t to make predictions pictorial and written
about what will happen situations relating to
genetic and environmental
Students say what the outcome variation
will be, and why, in each worksheet table
situation completion
hair colour:
Talking about what height:
characteristics students have eye colour:
inherited, and which ones are accent:
environmental health problems
talkative/less talkative
Reading about inherited and nature
environmental human traits. food preferences etc….
And ticking boxes in previous
worksheet [i] [e] [b]
Focusing on the use of relative Multiple matching 70–90
clauses in talking about a vertebrate … minutes
defining characteristics and an amphibian ….
classification …is a creature which feeds
milk to its young. Etc
Reading definitions of different worksheet:
variation terms e.g. selective The American grey squirrel,
breeding/genetic which is much larger than
engineering/survival of the the traditional British red
fittest/etc
squirrel, has invaded most
areas of Britain where the
Relating different scenarios to
traditional red squirrel lives,
these definitions
English as a Second Language Stage 7 34
Framework Learning Objective
Code
7Ld2 Understand, with little or no support,
most of the detail of an argument in
extended talk, on a wide range of
general and curricular topics
7Uf1 Use a range of quantifiers for countable
and uncountable nouns, including
several, plenty, a large/small
number/amount, on a range of general
and curricular topics
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and
curricular topics, including some
extended
7Ug3 Use a growing range of compound
adjectives, and adjectives as participles,
and a limited range of comparative
structures, to indicate degree, including
not as…as, much …than, on a range of
general and curricular topics
7Rd1 Understand specific information in texts
on a limited range of unfamiliar general
and curricular topics, including some
extended texts
7Wa4 Use, with some support, style and
register appropriate to a limited range of
written genres on general and curricular
topics
2016 v2
Activities
Listening to different wildlife
and farming stories and
matching a variation term that
best sums them up.
Focusing on quantifiers in
completing a text about habitat
shift
Reading about how animals
are having to adapt in ‘habitat
shift’ zones
Underlining in the text all the
phrases used to compare two
things/situations in the text
Researching information for a
short comparative presentation
of two similar animals.
Writing a short presentation on
the animals
English as a Second Language Stage 7
Resources Comments Time
dramatically reducing its
numbers. This is known as
…
Multiple-matching task
Story 1 is an example of …
A selective breeding
B survival of the fittest
etc
Worksheet: complete each 110–130
gap with an appropriate minutes
phrase below Decide
whether the word each gap
refers to is [c] or [un]
Multiple-matching task
Guided writing template
distinguishing features
habitat
food
threats etc…
35
Framework Learning Objective Activities Resources Comments Time
Code

7S1 Use formal and informal registers in their Giving short presentation to Possible display with
talk on a limited range of general and class visuals
curricular topics

7Lm1 Understand, with little or no support, the Listening to and answering Different pictorial, naming, 40
main points in extended talk on a wide questions in a variation and definition and multiple minutes
range of general and curricular topics classification quiz choice rounds .

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90 – 120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to healthy eating, food groups and sentence completion and
forms of exercise, variation and classification of matching, and guided speaking
animals, and a range of module learning objectives. and writing tasks

2016 v2 English as a Second Language Stage 7 36

Scheme of Work – English as a Second Language Stage 7

Module 2B: Highs and Lows

Unit 9: World Records

Framework Learning Objective Activities Resources Comments Time

Code

7Rm1 Understand the main points in texts on a Reading about the history and Multiple-choice task Pre-teach key record 120–140
limited range of unfamiliar general and development of the Guinness vocabulary minutes
curricular topics, including some book of records. Worksheet: text summary
extended texts completion [correct form of Hold/set/break a
verb] of text above record
7Uf7 Use a range of active and passive Focusing on the use of simple
simple past forms, and a growing range past and past perfect forms in Sentence completion task Fail/succeed in a
of past perfect simple forms, in narrative narrative. record attempt
and reported speech, on a range of
general and curricular topics

7Ld1 Understand, with little or no support, Listening about local/national Worksheet: biographical
most specific information in extended record feats read out by T. questions to answer
talk on a wide range of general and
curricular topics

7Rd1 Understand specific information in texts Researching facts about a

on a limited range of unfamiliar general local/national record-setter
and curricular topics, including some
extended texts
Possible display
7Wa3 Write with moderate grammatical Writing a short biography of a Guided writing template opportunity
accuracy on a limited range of general local/national record-setter.
and curricular topics with some support

2016 v2 English as a Second Language Stage 7 37

Framework Learning Objective Activities Resources Comments Time
Code

7Ut6 Use a range of pronouns including
indefinite pronouns, anybody, anyone,
anything, and quantitive pronouns,
everyone, everything, none, more, less,
a few , on a range of general and
curricular topics
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
Focusing on the use of
indefinite and quantitive
pronouns.
Reading about records held as
the world’s youngest.
Worksheet: complete with 100–120
an appropriate pronoun e.g. minutes
____ have come close to
her record but ___ has
beaten it.
There isn’t _____ he didn’t
achieve in the sport
Multiple – matching task

7Uf8 Use a growing range of past continuous Focusing on the uses of the Completion task
forms, including some passive forms, on past continuous in a text appropriate verb form
a range of general and curricular topics about one of ‘world’s youngest’ matching uses of past
above continuous to examples
7Wa1 Brainstorm, plan and draft written work
at text level, with some support, on a Writing a short ‘empathy’ Guided writing template
range of general and curricular topics narrative about an event in
the life of character above
7Ug1 Use a growing range of compound Focusing on compound nouns worksheet: match two 90–110
nouns and gerunds used as nouns words to make a compound minutes
noun
7Ut3 Use a limited range of gerunds as parachute boarding
subjects and objects on a range of snow jumping
general and curricular topics etc
worksheet above
7S6 Interact with peers to negotiate Talking about what might be
classroom tasks involved in setting various
records.
7Rd4 Use familiar, and some unfamiliar, paper worksheet above
and digital reference resources to check Reading and researching the
meaning and extend understanding Guinness website to locate worksheet:
what the above records 2h 3.59 [running]
involved 4h 44mins [women’s tennis]
Need internet access
[small groups]
2016 v2 English as a Second Language Stage 7 38
Framework Learning Objective Activities Resources Comments Time
Code

7Uf3 Use a growing range of simple perfect
forms to express recent, indefinite and
unfinished past on a range of general
and curricular topics
7Uf2 Use a limited range of comparative
degree adverb structures not as quickly
as/far less quickly with regular and
irregular adverbs
7S5 Link comments with some flexibility to
what others say at sentence and
discourse level in pair, group and whole
class exchanges
7Ld1 Understand with little or no support most
specific information in extended talk on
a wide range of general and curricular
topics
7Wa3 Write with moderate grammatical
accuracy on a limited range of general
and curricular topics with some support
7S2 Ask questions to clarify meaning on a
wide range of general and curricular
topics
7S6 Interact with peers to negotiate
classroom tasks
Focusing on the perfect to talk
about indefinite time [ .. has
ever ..]
Students discuss and write
down what they think the
record is.
Focusing on comparative Worksheet: 100–120
structures [describing degree] 100m run /100m swim minutes
land speed record/water
speed record
Students discuss how world’s oldest
much/many times further/faster person/world’s oldest
etc. records are. tortoise
[Ask students to comment on shot putt/javelin
other groups speculations]
Worksheet:
Listening to confirm the ratio 1: 1
differences above. 1: 2
Students chart on worksheet 1: 3 etc..
the approximate difference
Worksheet: pictorial
Writing quiz questions for other prompts relating to animal
teams based on internet kingdom
research [world’s tallest,
heaviest , longest, oldest etc] Internet access
required [small groups]
How much longer than the
world’s longest snake is the
world’s longest whale? Display opportunity
Answering questions in a class Keep team scores
animal world record quiz. [nearest answer wins a
point]

2016 v2 English as a Second Language Stage 7 39

Scheme of Work – English as a Second Language Stage 7

Module 2B: Highs and Lows

Unit 10: Parts and Percentages

Framework Learning Objective Activities Resources Comments Time

Code

7Ug2 Use a limited range of complex noun
phrases on a range of general and
curricular topics
7Ut4 Use a range of determiners, including
all, half, both [of], in pre-determiner
function on a range of general and
curricular topics
7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
7S2 Ask questions to clarify meaning on a
wide range of general and curricular
topics
7S7 Use appropriate subject-specific
vocabulary and syntax to talk about a
limited range of curricular topics
Focusing on noun phrases in
talking about fraction problems.
e.g. Two thirds of the
chocolate/Half the class/Both
boys.
Reading on equivalent
fractions, simplest form of
fractions, improper fractions
and mixed numbers.
Listening to and solving simple
fraction problems e.g.
Write 10/7 as a mixed number
Solving more complicated
fraction problems with a
partner.
Worksheet: simple fraction pre-teach fractional 120–140
problems e.g. A cake is cut numbers minutes
into 12 pieces etc..
Multiple-choice questions
e.g. Which of these
numbers is a mixed
number? A B C
Worksheet: maths
equations to be
completed/filled in.
1. 1 __
Worksheet: fraction
problems e.g.
There is a large cake for a
class party. The boys eat
2/3 of the total cake and the
girls eat a quarter. What
fraction of the cake is left?

2016 v2 English as a Second Language Stage 7 40

Framework Learning Objective Activities Resources Comments Time
Code

7Uf5 Use a range of active and passive
simple present and past forms on a
range of general and curricular topics
7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
7Ut5 Use a range of questions, using a range
of different tense and modal forms, on a
range of general and curricular topics
7Wa3 Write with moderate grammatical
accuracy on a limited range of general
and curricular topics with some support
7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ld3 Deduce meaning from context with little
or no support in extended talk on a wide
range of general and curricular topics
7Ug3 Use a limited range of comparative
structures to indicate degree including
not as…as, much …than
on a range of general and curricular
topics
Focusing on use of active and
passive forms in
explanations/problems with
ordering fractions
Reading and researching about
the multiplication and division
of fractions
Listening and solving a range
of fraction problems
Focusing on forms of question
in maths problems
Writing simple fraction
problems for other students
to solve
Reading about 2 methods for
calculating percentages and
solving percentage problems
Listening and deducing the
correct answer to ‘ What
percentage?‘
Focusing on comparative
structures in comparing
percentages.
Worksheet: completion task Pre-teach add, 120–140
[active or passive form] subtract, divide, minutes
It is easier to ___ [compare multiply, common
/be compared] fractions. number
3 and 4 both ___ [divide/are
divided] into 12. etc.
working through online
explanation/problem solving
and test formats
Worksheet: fraction Internet access
problems e.g.
What’s the total of 3 1/3 +
5½
Worksheet: completion task
e.g. .
____ is bigger 2/3 or 3/5? Insist students know
____ does ¾ x ½ equal? the answer to the
____ is 11/8 written as a problems they set
mixed number? etc.
guided writing template Possible display
opportunity
Worksheet; problems to 120–140
solve using 2 methods of Students will need minutes
calculations calculators
Worksheet: images of ten
cheeses. [What percentage
come from France?] image
5 care { What percentage
are made in the US?]
worksheet: compare
US: total population/car
ownership Ghana: total
population /car ownership
etc.

2016 v2 English as a Second Language Stage 7 41

Framework Learning Objective Activities Resources Comments Time
Code

7S6 Interact with peers to negotiate Working with other students to
classroom tasks design a quick class survey,
the results of which to be
7Wa4 Use with some support style and expressed as percentages.
register appropriate to a limited range of
written genres on general and curricular Each group writes six survey
topics questions/asks rest of class in
show of hands/records tallies/
reports most interesting results
as percentages
Give each group a theme Divide class into four
card e.g. bikes/mobile or five groups
phones etc..
Possible display
e.g. Who uses a mobile opportunity
phone with a top-up credit
card?
Insist students know
Guided writing template the answer to the
problems they set

Writing percentage problems

for other students to solve

7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7S6 Interact with peers to negotiate
classroom tasks
7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
Reading and solving problems Worksheet: problems e.g. 70–90
in writing one number as Write ¾ as a decimal minutes
another number.
[fractions/decimals/percentage
s] Number cards to match e.g.
3/8 37.5%
Working with another student
to match numbers which are
expressed differently.
Listening and answering
questions in a class team
number quiz.

2016 v2 English as a Second Language Stage 7 42

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90 – 120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to record-breaking human endeavours sentence completion and
and achievements and numbers, fractions and matching, and guided speaking
percentages, and a range of module learning and writing tasks
objectives.

2016 v2 English as a Second Language Stage 7 43

Scheme of Work – English as a Second Language Stage 7

Module 2C: Around the Globe

Unit 11: Holidays and Places to Stay

Framework Learning Objective Activities Resources Comments Time

Code

7S6 Interact with peers to negotiate
classroom tasks
7Uf9 Use a growing range of reported speech
forms for statements, questions and
commands: say, ask, tell, including
reported requests, on a range of general
and curricular topics
7Ld3 Deduce meaning from context, with little
or no support, in extended talk on a
wide range of general and curricular
topics
7Rg1 Understand implied meaning on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Rd4 Use familiar and some unfamiliar paper
and digital reference resources to check
meaning and extend understanding
7S5 Link comments with some flexibility to
what others say at sentence and
discourse level in pair, group and whole
class exchanges
2016 v2
Talking about holiday types
and in detail students’ last
holiday.
Focusing on reported speech.
The other student reports to the
class where their partner went
Listening and working out
which type of holiday the
speakers are on.
Reading the backs of postcards
and working out where people
are staying.
Researching the difference
between the words:
journey/trip/excursion/tour .
Short class discussion on the
differences
English as a Second Language Stage 7
Worksheet: list of holiday 120–140
types minutes
- staying with relatives
- school trip
- day out
- trip abroad
- organised excursion/tour
- camping holiday etc..
Tell another student about
your destination/sights/your
travelling companions/your
luggage/the journey /your
favourite bit
Worksheet: holiday types
above/multiple matching
task
Worksheet: multiple-
matching task
a campsite/on a boat/with
friends/a hotel/with
relatives/with a host
family/at home/a holiday
resort etc… Possibly project full
Worksheet: opening lines of dictionary entries at
dictionary entries for the the end of the
four words discussion
44
Framework Learning Objective Activities Resources Comments Time
Code

7S3 Give an opinion at discourse level on a Talking about what camping Project a range of 100–120
range of general and curricular topics signs might mean. international camping signs minutes

7Uf11 Use if/unless/ if only in second
conditional clauses
7S4 Respond with some flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
7S6 Interact with peers to negotiate
classroom tasks
7Ld2 Understand with little or no support most
of the detail of an argument in extended
talk on a wide range of general and
curricular topics
7S3 Give an opinion at discourse level on a
range of general and curricular topics
7Ug9 Use a limited range of prepositional
verbs, and begin to use common
phrasal verbs, on a range of general
and curricular topics
7Ld3 Deduce meaning from context, with little
or no support, in extended talk on a
wide range of general and curricular
topics
7Rd5 Begin to recognise inconsistencies in
argument in short texts on a limited
range of general and curricular subjects
2016 v2
Focusing on the use of the
second conditional to talk about
hypothetical situations.
Students discuss the situation
and complete.
Talking about hypothetical
problems with different
potential campsites and giving
three reasons for choosing best
one.
Listening to people discussing
the four campsites, and
deciding which one each pair of
speakers is talking about.
Talking about procedures at an
airport.
Focusing on prepositional and
phrasal verbs
Listening and working out
which part of the airport the
speakers are in.
Reading a spoof airplane
safety procedure guide to
spot inconsistencies
English as a Second Language Stage 7
Worksheet
If you went camping in the
wild …….in case it rained in
the night If went camping
without a tent
…………….unless it were
an organised trip
If you took a dog to a
campsite.
Worksheet: image of an
area with six potential
campsites [A B C D]E F ]
Image above/multiple
matching task
Worksheet: in which order 100–120
to these things happen. minutes
a watch a safety
demonstration b check in
c go through passport
control d board
e hand luggage security
check f go to the
departure gate g
baggage reclaim
h go through customs
i take off
Worksheet above multiple-
matching task
guide with images with
inconsistencies to spot
45
Framework Learning Objective Activities Resources Comments Time
Code

Rewriting guide to correct Guide above

7Wa4 Use, with some support, style and
register appropriate to a limited range of
written genres on general and curricular
topics
7Uf3 Use a growing range of simple perfect
forms to express recent, indefinite and
unfinished past
7Uf5 Use a range of active and passive
simple past forms
7Lg1 Understand, with little or no support,
most of the implied meaning in extended
talk, on a wide range of general and
curricular topics
content errors in consistent
tone
Focus on the contrast between
perfect and simple past with
indefinite and definite time
reference
Listening to someone reading
back of postcards while
students look at front
Worksheet: postcards verbs 100–120
to complete with the correct minutes
form of the verb.
time word cards to sort into
definite and indefinite
groups
Worksheet: three choice
multiple-choice questions on
the implication of what each
person says about the place
on the postcard

7Wo2 Punctuate a growing range of written Rewriting unpunctuated

work, with accuracy, on a range of
general and curricular topics
7Wa2 Compose, edit and proofread written
work at text level, with some support, on
a range of general and curricular topics
postcard messages with
appropriate punctuation
Possible display
Writing postcard messages to Guided writing template: opportunity
family and friends at home,
relating to places on front of the
card

2016 v2 English as a Second Language Stage 7 46

Scheme of Work – English as a Second Language Stage 7

Module 2C: Around the Globe

Unit 12: Climate and Environment

Framework Learning Objective Activities Resources Comments Time

Code

7S6 Interact with peers to negotiate Talking about different types of Weather symbols: e.g. Pre-teach words: 120–140
classroom tasks weather. Working with other isotherm line/thunder and weather front, high minutes
students to decide what lightning symbol etc ground etc..
7S7 Use appropriate subject-specific different weather symbols
vocabulary and syntax to talk about a mean. Worksheet: symbols above
limited range of curricular topics and words/phrases to
Matching words to symbols match
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and Reading and matching short
curricular topics, including some paragraphs on temperature, Paragraphs on weather
extended texts type of rain and air pressure to phenomena and diagrams
diagrams to match
7Uf4 Use a growing range of future forms,
including present continuous and Focusing on ‘going to’ to make Worksheet: interpreting
present simple with future meaning, predictions [present evidence] various weather map
and ‘will’ probable future in pictures of tomorrow’s
7Wa3 Write with moderate grammatical interpreting weather
accuracy Writing a weather forecast Each group is given a
on a range of general and curricular based on a picture different pictorial weather
topics representation map
Guided writing template
7S1 Use formal and informal registers in Presenting TV weather forecast
their talk on a limited range of general in small groups to Project: weather maps
and curricular topics rest of class above

2016 v2 English as a Second Language Stage 7 47

Framework Learning Objective Activities Resources Comments Time
Code

7Ld1 Understand with little or no support most Listening and labelling a world Incomplete climate map of Pre-teach words: 100–120
specific information in extended talk on climate map according to the the world monsoon arid equator minutes
a wide range of general and curricular code key. drought floods
topics hurricane etc

7Rm1 Understand the main points in texts on a Reading about climatic

limited range of unfamiliar general and
curricular topics, including some
extended texts
Use a range of relative clauses including
7Ut10
why clauses on a range of general and
curricular topics
conditions that cause extreme
weather phenomena around
the world.
Focusing on relative clauses in
defining and explaining
whether phenomena
Worksheet: terms from
above text to be defined or
explained
El Nino is:
Photographs of aftermath
of different extreme events

7Uf3 Use a growing range of simple perfect

forms to express [recent, indefinite and
unfinished past]

7S7 use appropriate subject-specific Speaking about photographs

vocabulary and syntax to talk about a showing the aftermath of
limited range of curricular topics extreme weather and saying
what has happened.

7Ug1 Use a growing range of abstract nouns
and compound nouns
7S3 Give an opinion at discourse level on a
range of general and curricular topics
7S2 Ask questions to clarify meaning on a
wide range of general and curricular
topics
Speaking about what different
compound words and words
with prefixes and suffixes
related to ecology might mean.
Asking T if assumptions are
correct
Worksheet food miles 100–120
greenhouse gases minutes
deforestation habitat shift
etc…
Short descriptions of stages
of green house effect to
match to diagrams

Worksheet above

2016 v2 English as a Second Language Stage 7 48

Framework Learning Objective Activities Resources Comments Time
Code

7Rm1 Understand the main points in texts on a Reading and matching short
limited range of unfamiliar general and paragraphs to diagrammatic
curricular topics, including some explanation of green house Simple greenhouse effect
extended texts effect. process diagram

7S7 Use appropriate subject-specific

vocabulary and syntax to talk about a
limited range of curricular topics
7Wc1 Develop coherent arguments supported
when necessary by reasons, examples
and evidence for a limited range of
written genres on general and curricular
topics
Speaking about whether words Guided writing template
above are cause or
consequence of greenhouse
effect.
Writing a summary explanation
of the greenhouse effect to
accompany a simple process
diagram.

7Rd2 Understand the detail of an argument on Reading different text and table Tables and short texts on 100–120
a limited range of unfamiliar general and data about global warming. global warming. minutes
curricular topics, including some Worksheet: rank the
extended texts sources A – H from most to
least dramatic in their
7Ut2 Begin to recognise typical features at Listening to different prediction
word, sentence and text level of a predictions about the effects Worksheet: which speakers
limited range of spoken genres of global warming are scientists [s] non-
specialists [n]
7Lo1 Recognise the opinion of the speaker(s), worksheet: multiple-
with little or no support, in extended talk, matching task
on a wide range of general and
curricular topics Ranking task
growing own food
7S5 Link comments with some flexibility to Talking about easiest daily ‘zero power’ times
what others say at sentence and environment-friendly recycling all packaging
discourse level, in pair, group and whole measures households can every family member using
class exchanges take. bicycles etc…

2016 v2 English as a Second Language Stage 7 49

Framework Learning Objective Activities Resources Comments Time
Code

7Wa4 Use, with some support, style and Writing a letter to the Guided writing template
register appropriate to a limited range of headmaster suggesting ‘green’
written genres, on general and curricular things the school can do
topics

7Wo1 Use appropriate layout for a range of

written genres, on a growing range of
general and curricular topics

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90 – 120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to going on holidays and trips, sentence completion and
protecting the environment, extreme weather and matching, and guided speaking
climate change, and a range of module learning and writing tasks
objectives.

2016 v2 English as a Second Language Stage 7 50

Scheme of Work – English as a Second Language Stage 7

Module 3A: Citizen Me

Unit 13: In and Out of School

Framework Learning Objective Activities Resources Comments Time

Code

7S3 Give an opinion at discourse level on a Talking about things students Worksheet: tick/cross Include other items 110–130
range of general and curricular topics should/should be allowed to i-pods pets mobiles that are relevant in minutes
bring to school trainers portable gaming local context about
7Uf10 Use a range of modal forms, for a range devices jewellery make-up what can be taken to
of functions: obligation, necessity, Focusing on modals in etc.. school
possibility, prohibition, on a range of statements on what is Match one of the modal
general and curricular topics good/bad for students at ideas to: obligation,
school. necessity, possibility,
7S5 Link comments with some flexibility to prohibition to each opinion
what others say, at sentence and Students discuss whether they Worksheet above:
discourse level, in pair, group and whole agree with the opinions.
class exchanges

7Rd5 Begin to recognise inconsistencies in Reading different opinions

argument in short texts on a limited
range of general and curricular subjects
7Wc1 Develop coherent arguments, supported
when necessary by reasons, examples
and evidence, for a limited range of
written genres, on general and curricular
topics
7Wo2 Punctuate a growing range of written
work, with accuracy, on a range of
general and curricular topics
about wearing school uniforms Worksheet: what is the
from different stakeholders: weakest argument put
parents students teachers forward by each person.
headmasters, shopkeepers
etc…in a magazine article.
Writing a letter in response to Guided writing template
the magazine in response to
the article setting out students
view.

2016 v2 English as a Second Language Stage 7 51

Framework Learning Objective Activities Resources Comments Time
Code

7Lo1 Recognise, with little or no support, the Listening to people talking Multiple-matching task 100–120
opinion of the speaker(s) in extended about ways to improve minutes
talk, on a wide range of general and concentration. Worksheet [tick/cross]
curricular topics background music
using a computer
7S6 Interact with peers to negotiate Discussing what things help giving yourself rewards
classroom tasks students to concentrate regularly changing media
[groups of 4 – 6]. working in a group taking
7Ut4 Use a range of determiners, including regular breaks etc…
all, half, both [of], in pre-determiner Completing summary worksheet:
function, sentences about discussion Most students
on a range of general and curricular above Half …
topics All of etc

7Rd2 Understand the detail of an argument on Reading about how to improve True/false/multiple choice
a limited range of unfamiliar general and your memory tasks
curricular topics, including some
extended texts

7Wa3 Write with moderate grammatical Writing a set of personal

accuracy on a limited range of general resolutions for
and curricular topics, with some support concentration/memory
improvement
7Uf4 Use a growing range of future forms on
a range of general and curricular topics

7S6 Interact with peers to negotiate Talking about the amount of Worksheet: make a list of 110–130
classroom tasks time you spend doing things in different activities you do in minutes
and out of school. Telling other and out of school
7Ut7 Use infinitive forms after a limited range students about their pie charts make two pie charts
of verbs showing % of time spent
Focusing on verbs used with doing them
7Ut8 Use gerund forms after a limited range infinitive and gerund structures worksheet: complete each
of verbs and prepositions in talking about how students sentence in relation to your
spend their time in and out of pie chart
school. I spend a lot
I waste quite
2016 v2 English as a Second Language Stage 7 52
Framework Learning Objective
Code
7Lg1 Understand, with little or no support,
most of the implied meaning in extended
talk, on a wide range of general and
curricular topics
7Wa3 Write with moderate grammatical
accuracy on a limited range of general
and curricular topics, with some support
7Wa2 Compose, edit and proofread written
work at text level, with some support, on
a range of general and curricular topics
7S4 Respond, with some flexibility, at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
7Uf2 Use a limited range of comparative
degree adverb structures, not as quickly
as/far less quickl,y with regular and
irregular adverbs
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Wa1 Brainstorm, plan and draft written work
at text level, with some support, on a
range of general and curricular topics
2016 v2
Activities
Listening to different students
from very different school
environments talk about how
they spend their day
Reading the tapescript of one
of the pupils heard on the
recording and writing a series
of questions that students
would want to ask them.
Writing an email to above
pupil, talking about how school
must be different, and
integrating some of above
questions
Talking about the use of media
and how students do
things/access things
Students discuss what they do
in relation to the average.
Focusing on comparative
adverb structures in talking
about students use of media
Reading about the number of
hours young people spend
using electronic devices in a
week.
Making a pie chart of students
own media use and writing a
short report explaining the time
spent doing different things
English as a Second Language Stage 7
Resources Comments Time
I prefer
I hope
I need to make time etc…
Multi-matching from what
you hear on the recording
decide which student
A attends a specialist school
B is home-schooled
C has to spend a lot of time
helping the teacher etc ..
Pie chart average amount 100–120
of time spent on each media minutes
platform by 8 – 18 year olds
Worksheet: compare how
easily/quickly/much better
you do these things using
different media
homework: paper/computer
presents: shops/internet
emails: mobile/laptop etc..
Tick the statements that the
writer of this text would
agree with.
53
Framework Learning Objective Activities Resources Comments Time
Code

7Wc1 Develop coherent arguments, supported Guided report template

when necessary by reasons, examples background
and evidence, for a limited range of national data
written genres, on general and curricular personal data
topics conclusions

2016 v2 English as a Second Language Stage 7 54

Scheme of Work – English as a Second Language Stage 7

Module 3A: Citizen Me

Unit 14: Local Community

Framework Learning Objective Activities Resources Comments Time

Code

7Ld1 Understand, with little or no support,
most specific information in extended
talk, on a wide range of general and
curricular topics
7Uf6 Use a limited range of causative forms,
have/get done, on a range of general
and curricular topics
7S4 Respond with some flexibility, at both
sentence and text level, to unexpected
comments on a range of general and
curricular topics
7Ug1 Use a growing range of compound
nouns on a range of general and
curricular topics
7S3 Give an opinion at discourse level on a
range of general and curricular topics
2016 v2
Listening about changes that
have happened in a local
community and marking
them on map.
Focusing on the use of the
causative structure
Talking about how important
these places are in the local
community.
Focusing on compound nouns
that describe places/facilities in
the community.
Talking about which of these
places are less popular
because of internet activities
English as a Second Language Stage 7
Map showing roads, public 100–120
spaces, shops, bus routes, minutes
local facilities
Worksheet: what’s the name
of the place/service where
you can get/have these
things done.
have your car cleaned
get meals delivered
get mobile credit topped up
have your hair cut
get shopping delivered
have parcels weighed
before sending them etc
Worksheet: rank the places
identified above as
important for the community
worksheet: match a word
on the left to one on the
right to make a place people
might meet
shopping park
youth pool
public mall
cinema club
55
Framework Learning Objective Activities Resources Comments Time
Code

swimming shop
coffee complex
etc
completed worksheet above
7Rd2 Understand the detail of an argument on Reading about two very Worksheet: in which text … 100–120
a limited range of unfamiliar general and different kinds of local minutes
curricular topics, including some community and the Worksheet: complete the
extended texts relationships between people opinion bubbles with an
appropriate pronoun
7Ut6 Use a range of pronouns, including Focusing on the use of Hardly ____ knows their
indefinite pronouns, anybody, anyone, indefinite and quantitive neighbours
anything, and quantitive pronouns, pronouns in giving opinions
everyone, everything, none, more, less, Worksheet: students listen
a few, on a range of general and and complete a table
curricular topics agree/disagree/in my
community
7Lo1 Recognise the opinion of the speaker(s), Listening to short opinions a no-one rides a bike
with little or no support, in extended talk about local communities and gambit cards: e.g. ‘no
on a wide range of general and saying whether you way ‘ ‘so what’ ‘I don’t
curricular topics agree/disagree and why. think so’ ‘yes, but ..’ I’m
not so sure’. ‘give us an
7S4 Respond, with some flexibility, at both Students, in discussing the example’ etc..
sentence and text level to unexpected opinions in a whole class
comments on a range of general and forum, have to try and use the
curricular topics language on the cards
appropriately.

7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Uf11 Use if/unless/ if only in second
conditional clauses, on a range of
general and curricular topics
Reading about different types
of ‘charity’ giving and
community help schemes
Focusing on the use of second
conditionals in talking about
hypothetical ‘moral’ decisions.
Multiple-matching and 100–120
multiple –choice tasks minutes
Worksheet: complete with
the correct verb.
I ____ volunteer if I _____
get a friend to go with me.
Worksheet: list of schemes

2016 v2 English as a Second Language Stage 7 56

Framework Learning Objective Activities Resources Comments Time
Code

7S5 Link comments, with some flexibility, to
what others say at sentence and
discourse level, in pair, group and whole
class exchanges
7Wa3 Write with moderate grammatical
accuracy on a limited range of general
and curricular topics, with some support
7S6 Interact with peers to negotiate
classroom tasks
7Ug1 Use a growing range of abstract nouns
on a range of general and curricular
topics
7S7 Use appropriate subject-specific
vocabulary and syntax to talk about a
limited range of curricular topics
7Ut9 Use the structures so ... that, such a/ ...
that in giving explanations, on a range of
general and curricular topics
7S5 Link comments, with some flexibility, to
what others say at sentence and
discourse level, in pair, group and whole
class exchanges
7Wa4 Use, with some support, style and
register appropriate to a limited range of
written genres, on general and curricular
topics
2016 v2
Speaking about the schemes
in the text above. Students
rank in order of how willingly
they’d take part in them
Writing and completing
multiple-choice options in
‘moral’ decision multiple-
choice.
Speaking activity students ask
questions to another student
[moral questions above] having
predicted what they think their
answer will be
Focusing on the use of
abstract [uncountable nouns]
in talking about different forms
of anti-social behaviour.
Telling another student what
they think similarities/
differences are.
Focusing on the structures so
..that /such ..that.. in
explaining consequences of
anti-social behaviour
Talking about which forms of
deterrence work best for which
sort of anti-social behaviour.
Writing/making a ‘make the
world/school a better place’
poster
English as a Second Language Stage 7
in text above
If several old people were
standing on a bus
a
b
c look out of the window
Have two different sets
of multiple choice
questions to complete
Worksheet: what is similar pre-teach some anti- 100–120
and what is different social behaviour and minutes
between these forms of anti- some deterrent words
social behaviour
graffiti vandalism
shoplifting stealing
bullying cyber bulling
spitting swearing
theft mugging
careless parking /..driving
etc
worksheet complete
Some kids are such bad
bullies
….that they cause accidents
etc display opportunity
Worksheet: match a form of
punishment to a form of
anti-social behaviour above
fine ban detention
help the victim boot camp
57
Framework Learning Objective Activities Resources Comments Time
Code

7Wo1 Use appropriate layout for a range of cleaning up etc..

written genres, on a growing range of
general and curricular topics Guided writing template

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to in and out of school activities, sentence completion and
different school environments, community and moral matching, and guided speaking
issues, and a range of module learning objectives. and writing tasks

2016 v2 English as a Second Language Stage 7 58

Scheme of Work – English as a Second Language Stage 7

Module 3B: The States

Unit 15: Settling America

Framework Learning Objective Activities Resources Comments Time

Code

7S6 Interact with peers to negotiate
classroom tasks
7Ld1 Understand, with little or no support,
most specific information in extended
talk on a wide range of general and
curricular topics
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ut6 Use a range of pronouns, including
indefinite pronouns, anybody, anyone,
anything, and quantitive pronouns,
everyone, everything, none, more, less,
a few, on a range of general and
curricular topics
Marking on a timeline key
events in settlement of North
American history
Listening to confirm dates of
key events
Reading about the life and
struggles of early American
settlers.
Focusing on the use of
indefinite and quantitive
pronouns
Worksheet: timeline 1492 -- 100–120
------ 1870 minutes
key events:
European ships reach
America American Civil War
First English colonies
Slave Trade
Arrival of the ‘Mayflower’
American War of
Independence
etc
Worksheet: multiple-choice
and true or false tasks
Worksheet: complete these
statements about the first
American settlers.
They didn’t know anything.
No-one was expecting
Very few had ….
It was hard to find anything

2016 v2 English as a Second Language Stage 7 59

Framework Learning Objective Activities Resources Comments Time
Code

7Ut1 Recognise typical features at word,
sentence and text level in a limited
range of written genres
7Uf5 use a range of active and passive past
forms
7Uf7 use a growing range of past perfect
simple forms in narratives
Focusing on the flow of
information in a narrative about
settlers early encounters with
native Americans
When students have ordered
their paragraphs, they try to fit
in a sequence with other
groups
Worksheets; give each
group of students jumbled
lines from one or two
paragraphs from the story
Worksheet: completion task
[appropriate verb form ]
based on subsequent part
of story.
Use a story for this 100–120
section of work such minutes
an extract from
American Sisters 1775
or a story from
Adventures in the West

7Uf8 use a growing range of past continuous
forms, including some passive forms, on
a range of general and curricular topics
7Lg2 understand extended narratives on a
range of general and curricular topics
7Ld3 deduce meaning from context, with little
or no support, in extended talk, on a
wide range of general and curricular
topics
7Uf3 Use a growing range of simple perfect
forms to express recent, indefinite and
unfinished past, on a range of general
and curricular topics
7Rg3 Read a limited range of extended fiction
and non-fiction texts, on familiar and
some unfamiliar general and curricular
topics, with confidence and enjoyment
7Rd3 Deduce meaning from context on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
2016 v2
Focusing on past tenses in
narrative .
Listening to T read the final
part of story
At the end of the story T elicits
samples of words students
didn’t know and reads short
extracts where these words
occur. Students try and guess
what the words mean
Focusing on perfect forms in
the context of diary entries
[young person pioneer fiction]
Contrasting with past forms.
e.g. in Rachel’s Journal or
American Diaries Willow
Chase or
Reading a short story about
settling the American West
e.g. from The American Story:
100 true stories from American
History
English as a Second Language Stage 7
Worksheet: matching
examples of past forms to
uses e.g.
Find an example of
a reporting what someone
said b a background action
c looking back to a previous
time etc…
Worksheet: As you listen
write down any unknown
words you hear.
worksheet completion task 110–130
[verb in appropriate form] minutes
worksheet: as you read
underline any unknown
words and write your best
guess as to what it might
be. e.g. a type of food
Guided writing template
60
Framework Learning Objective Activities Resources Comments Time
Code

7Wa1 Brainstorm, plan and draft written work
at text level, with some support, on a
range of general and curricular topics
7Wo2 Punctuate a growing range of written
work, with accuracy, on a range of
general and curricular topics
7Uf10 Use a range of modal forms for a range
of functions: obligation, necessity,
possibility, permission, requests,
suggestions, prohibition, on a range of
general and curricular topics
7S3 Give an opinion at discourse level on a
range of general and curricular topics
7Lg2 Understand extended narratives on a
range of general and curricular topics
7Wa3 Write with moderate grammatical
accuracy on a limited range of general
and curricular topics, with some support
Writing an ‘empathy’ diary
entry for one of the characters
in the above story. Different
students should choose
different characters.
Focusing on modals in Range of prompts to project 120–140
talking about differences in - who might lose their hair - minutes
depictions of Cowboys and who might work with cattle –
Indians. who can make wagons
- who could be named after
an animal
Students discuss groups in - who might have more than
prompts and write answer C one wife etc..
[cowboys] I [Indians] B [both]
N [neither] Pre-teach key
Viewing guide: vocabulary from film.
Watching a Western movie e.g. main characters:
Stagecoach, Dances with setting:
Wolves, Rio Grande or similar story line:
best scene:
Writing a short movie synopsis
using the notes made during
viewing [e.g. to post a film
website]

2016 v2 English as a Second Language Stage 7 61

Scheme of Work – English as a Second Language Stage 7

Module 3B: The States

Unit 16: USA Today

Framework Learning Objective Activities Resources Comments Time

Code

7S6 Interact with peers to negotiate
classroom tasks
7Ut1 Recognise typical features at word,
sentence and text level, in a limited
range of written genres
7Ut2 Begin to recognise typical features, at
word, sentence and text level, of a
limited range of spoken genres
7S5 Link comments with some flexibility to
what others say, at sentence and
discourse level, in pair, group and whole
class exchanges
Matching words used in British
English to their American
counterparts
Reading short texts of different
types and deciding whether
they are for a US or British
audience.
Listening to short extracts of
people speaking in different
accents and deciding which
are American.
Talking about things American
and saying how they are
connected to American culture.
Worksheet: UK words to 100–120
match to US ones by minutes
deduction and elimination
e.g. pavement/sidewalk
range of texts:
advertisements, signs,
notices, e-mails etc..
marked by British/American
spelling/usage/context.
Worksheet: which of the
voices you hear A – J are
American
worksheet: which extract is
1 a station announcement
2 a radio advertisement
3 a recorded message etc

Worksheet: collage of
images e.g. statue of liberty,
the White House, Hollywood
sign, Thanksgiving turkey
etc..

2016 v2 English as a Second Language Stage 7 62

Framework Learning Objective
Code
7S6 Interact with peers to negotiate
classroom tasks
7Lg1 Understand, with little or no support,
most of the implied meaning in extended
talk, on a wide range of general and
curricular topics
7Rg1 Understand implied meaning on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7Ut1 Recognise typical features at word,
sentence and text level in a limited
range of written genres
7Rd5 Begin to recognise inconsistencies in
argument in short texts, on a limited
range of general and curricular subjects
7Ug1 Use a growing range of abstract nouns
and compound nouns
7Rd3 Deduce meaning from context on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7S3 Give an opinion at discourse level on a
range of general and curricular topics
2016 v2
Activities
Talking about which American
States are missing from a state
map.
Listening to geographical
descriptions of different states
and state nicknames and
working out which activity they
are synonymous with
Reading jokes about different
states/areas of America and
working out what they are well-
known for
Reading three different texts
about modern American
county fairs
Spotting inconsistencies
between different accounts
of county fairs.
Focusing on compound nouns.
Speaking about what activities
are and which type of activity
would be most popular in
students country.
English as a Second Language Stage 7
Resources Comments Time
Worksheet: map with the 100–120
names of 12 of the better minutes
known states missing e.g.
New York California Florida
Hawaii Alaska etc..
worksheet: state map with
ten highlighted
states./images of 12
different socio-economic
activities
Worksheet: multiple-
matching task from jokes
match state names to
descriptions e.g.
Alaska is known for .../cold
weather
Worksheet: which type of elicit from students the 120–140
text is each one an extract types of things that minutes
from happen at fairs in their
a ] a story b] an article country
c] a flyer d] a letter
e] a report etc …
Underline parts of the text
that guided you in your
choices
Worksheet: on which issues
below do texts agree [a]
disagree [d] doesn’t say
[ds]
Worksheet: look at these
activities that you would find
at a county fair.
talent contest fairground
rides petting zoos rodeo
shows
circus acts animal
63
Framework Learning Objective Activities Resources Comments Time
Code

7Ut7 Use infinitive forms after a limited range auctions

of verbs food stalls pony rides
flower/vegetable
7Ut8 Use gerund forms after a limited range Focusing on gerund and competitions craft stalls
of verbs infinitive patterns after verbs Rank which ones you would
be interested in/older people
7Rd3 Deduce meaning from context on a Matching statements would be interested in.
limited range of unfamiliar general and promoting a county fair activity Worksheet: statements
curricular topics, including some to one of activities above describing/promoting
extended texts activities above to complete
[ gerund or infinitive]
Worksheet: match
descriptive statement to one
of the activities above.

7Ut5 Use a range of questions, using a range Focusing on asking questions Worksheet: complete these Pre-teach any 90–110
of different tense and modal forms, on a as a response to viewing questions to ask about unknown key words minutes
range of general and curricular topics something . things you see in the film. from the film

7Lg2 Understand extended narratives on a Listening to and watching a

range of general and curricular topics
7S5 Link comments with some flexibility to
what others say, at sentence and
discourse level, in pair, group and whole
class exchanges
film or documentary about
aspects of life in modern
America e.g. Consuming Complete worksheet above
Kids, The Harvest , Food Inc
or other
Asking and responding to
questions about different
aspects of the film

2016 v2 English as a Second Language Stage 7 64

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to history of US settlement and western sentence completion and
frontier stories, modern US life, language and culture, matching, and guided speaking
and a range of module learning objectives. and writing tasks

2016 v2 English as a Second Language Stage 7 65

Scheme of Work – English as a Second Language Stage 7

Module 3C: Celebration Time

Unit 17: Festivals around the World

Framework Learning Objective Activities Resources Comments Time

Code

7S6 Interact with peers to negotiate Talking about different festivals Worksheet: 90–110
classroom tasks in students’ countries. make a list minutes
make a table
7Ug1 Use a growing range of abstract nouns Focusing on abstract nouns in date/origins/activities
and compound nouns talking about festivals. worksheet:
origin tradition belief
7Rd4 Use familiar, and some unfamiliar, paper Checking meaning of unknown symbol celebration
and digital reference resources to check words in a dictionary highlight custom legend
meaning and extend understanding etc…
Use each word to make a
7Rm1 Understand the main points in texts on a Reading about the ‘Homowo’ statement about something
limited range of unfamiliar general and festival in Ghana in your table.
curricular topics, including some
extended texts Worksheet: from your
reading of the text make a
7Wa3 Write with moderate grammatical statements about Project images of
accuracy on a limited range of general ‘Homowo’, using each of Homowo festivals
and curricular topics, with some support these words
origin tradition belief Start large class
symbol celebration display of work relating
highlight custom legend to festivals

7Ld1 Understand, with little or no support, Listening about lantern Map of south-east Asia: Pre-teach lantern 120–140
most specific information in extended festivals in south-east Asia. circle countries which have minutes
talk, on a wide range of general and traditional lantern festivals
curricular topics

2016 v2 English as a Second Language Stage 7 66

Framework Learning Objective Activities Resources Comments Time
Code

7Uf5 Use a range of active and passive Focusing on the present Worksheet: text completion
simple present forms on a range of simple passive in talking about Complete with a verb below
general and curricular topics festivals, custom, ceremonies in its correct active/passive
etc. form
7Rd1 Understand specific information in texts e.g. hold attend take Divide class into 3
on a limited range of unfamiliar general Researching and reading place etc.. types of group: those
and curricular topics, including some about different SE Asian Worksheet: What are the researching
extended texts lantern festivals in order to lanterns made from?
answer direct questions Who takes part? - hand-held lantern
7Wo1 Use appropriate layout for a range of What are they decorated - flying lantern
written genres, on a growing range of Using the research questions with? - floating lantern
general and curricular topics as a guide students prepare a When are lantern …festivals
short power point [ or other] ceremonies held? etc..
7S1 Use formal and informal registers in presentation for the rest of the Internet access for
their talk on a limited range of general class. each small group
and curricular topics needed

7S7 Use appropriate subject-specific

vocabulary and syntax to talk about a Students present to the rest of
limited range of curricular topics the class. Projector needed

7Uf10 Use a range of modal forms, for a range Focusing on the use of modals Worksheet: completing 110–130
of functions: obligation, necessity, in explaining what is [appropriate model form] a minutes
possibility suggestions, prohibition, on a needed/what to avoid in doing set of instructions on lantern
range of general and curricular topics something. safety with children.

7Rd2 Understand the detail of an argument on
a limited range of unfamiliar general and
curricular topics, including some
extended texts
7Wc1 Develop coherent arguments, supported
when necessary by reasons, examples
and evidence, for a limited range of
written genres, on general and curricular
topics
Reading/researching how to
make floating [on water] and
flying [rising] lanterns .
Write a guide for members of
other groups – using notes
above - explaining how to
make and float/fly a lantern
Worksheet: make notes on
the following points
what makes it rise/float
materials needed
safety issues
typical decoration
Guided writing template
Divide into two types of
group ; one researches
how to make
- flying [sky] lanterns ,
the other floating
lanterns

2016 v2 English as a Second Language Stage 7 67

Framework Learning Objective
Code
7Ut9 Use a growing range of conjunctions,
including since, as to explain reasons
7Rm1 Understand the main points in texts on a
limited range of unfamiliar general and
curricular topics, including some
extended texts
7S6 Interact with peers to negotiate
classroom tasks
7Ld1 Understand, with little or no support,
most specific information in extended
talk, on a wide range of general and
curricular topics
7Rd1 Understand specific information in texts
on a limited range of unfamiliar general
and curricular topics, including some
extended texts
7Ug7 Use prepositions as, like to indicate
manner
7Wa2 Compose, edit and proofread written
work at text level, with some support, on
a range of general and curricular topics
2016 v2
Activities Resources Comments Time
Provide wax paper,
pipe cleaners/sticks,
Students swap their tape, candles etc..
instructions with those of the
other group and attempt to use Add examples to class
them to build a working lantern display
Students test their lanterns in a
safe environment
Listening in order to plot a line World map with various 100–120
on world map to link the points in the upper part of minutes
communities who celebrate the northern hemisphere.
‘return of the sun’ festivals
Reading about customs Multiple-matching tasks
performed by different peoples
in ‘return of the sun’ festivals
Focusing on the use of as/like Worksheet: text completion
in a text on ‘return of the sun’
traditions.
Writing an imaginary e-mail to Guided writing template Possibly add to
a friend describing what you festivals display
have just experienced at a
‘return of the sun’ festival
English as a Second Language Stage 7 68
Scheme of Work – English as a Second Language Stage 7

Module 3C: Celebration Time

Unit 18: Using English

Framework Learning Objective Activities Resources Comments Time

Code

7Rg3 Read a limited range of extended fiction Reading through two comic Two to three page comic Ensure that each 120–140
and non-fiction texts, on familiar, and sketches with other members sketches. Two different group will be minutes
some unfamiliar, general and curricular of the group to select one to ones given to each small performing a different
topics, with confidence and enjoyment learn and perform. group of students sketch

7S6 Interact with peers to negotiate
classroom tasks
7Rd4 Use familiar and some unfamiliar paper
and digital reference resources to check
meaning and extend understanding
7Lg2 Understand extended narratives on a
range of general and curricular topics
Talking about ideas to do with
staging and performing.
Researching words and
references in the selected
sketch using digital resources.
Students highlight all unfamiliar
references and terms for
checking
Listening to and watching
comic sketches.
Worksheet: discuss with
another student what the
following theatre terms
mean.
props the cast stage Internet access
entrance costume stage required
directions make-up etc..
Sketch scripts above
viewing guide:

7Rg1 Understand implied meaning on a Completing an end of year Crossword with slightly 100–120
limited range of unfamiliar general and crossword puzzle, with clues cryptic clues minutes
curricular topics, including some relating to grammar and
extended texts vocabulary looked at
throughout the year
7Ld1 understand, with little or no support,
most specific information in extended
talk, on a wide range of general and

2016 v2 English as a Second Language Stage 7 69

Framework Learning Objective
Code
curricular topics
7S7 Use appropriate subject-specific
vocabulary and syntax to talk about a
limited range of curricular topics
7Ug10 Spell a growing range of high-frequency
vocabulary accurately on a range of
general and curricular topics
7S1 Use formal and informal registers in
their talk on a limited range of general
and curricular topics
7Ut1 Recognise typical features at word,
sentence and text level, in a limited
range of written genres
7S2 Ask questions to clarify meaning on a
wide range of general and curricular
topics
7S6 Interact with peers to negotiate
classroom tasks
7S1 Use formal and informal registers in
their talk on a limited range of general
and curricular topics
7Lg2 Understand extended narratives on a
range of general and curricular topics
2016 v2
Activities
Competing in an end of year
‘curriculum’ content learnt in
English quiz [ general
knowledge]
Participating in an end of year
‘spelling bee’, involving
spelling and vocabulary
questions, based on words
from throughout the year.
Rehearsing performances in
small groups.
T monitors delivery and
intonation
Highlighting and possibly
adding stage directions .
Students work on delivery,
timing and gesture
Students highlight anything to
be clarified with T.
Discussing the sourcing of
props by group members
Performing comic sketches for
other groups and audience.
English as a Second Language Stage 7
Resources Comments Time
Range of question rounds,
including picture rounds on
curricular topics such as
maps, variation and
classification, number and
percentage, climate,
American history etc..
Range of different
vocabulary and spelling
rounds
Scripts marked up from Try and maintain an 80–100
above element of surprise in minutes
each performance by
having groups
rehearse in isolation
Scripts above
Scripts above
100–120
minutes
70
Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90 – 120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress hours
themes relating to festivals and celebrations around the sentence completion and
world, learning and doing performances in English, and matching, and guided speaking
a range of module learning objectives. and writing tasks

Notes:

• The current model of nine units per stage is recommended – three per term. Fewer would give too large a group of objectives to address in one unit.
More would be too fragmented to give coherence to the overall scheme.
• Terminology can vary although consistency is recommended within a school.
• An audit of the learning objectives for the whole stage is recommended to ensure coverage.
• Each objective may be revisited in different ways in different units to continue to develop new skills in different contexts.
• Some learning objectives will be ongoing throughout the stage – a grid to show this is recommended.
• Detail of the ongoing objectives may be given in an outline plan.

2016 v2 English as a Second Language Stage 7 71